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¡Yo solamente quiero saber hablar español!: Las opiniones de los alumnos en la secundaria acerca de cómo aprenden a hablar español
Linnaeus University, Faculty of Social Sciences, Department of Education.
2016 (Spanish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this paper is to investigate what pupils who study Spanish as a foreignlanguage in the senior level of the nine year compulsory school, think about how theylearn to talk Spanish. What is their opinion about what it takes to be able to speak andcommunicate in Spanish? And what type of exercises do they prefer? This paper alsoaims at investigating if the pupils understand the importance of reading, writing andlistening to as much Spanish as possible if they want to be good at talking Spanish. Inour investigation are we using the Common European Framework of Reference forlanguages: Learning, Teaching, Assessment (CEFR) and other theories that supporttheir conclusions. A quantitative method is applied, a questionnaire is given to 108students in the seventh, eighth and ninth grade in a school in the southern part ofSweden.The results of the questionnaire have shown that when it comes to learn to talkSpanish the pupils believe most in practicing talking in Spanish. 72% of the pupils haveanswered that they agree completely with this assertion. They also understand theimportance of the teacher speaking Spanish during class, 58% completely agree that thisis important. Talking Spanish is classed as output, and listening to the teacher talkingSpanish goes under the term input. The type of activity that they prefer when they talkSpanish is to talk in small groups with friends/classmates, 38% of the pupils think thatthis is the best method. The activity that they prefer the least is to make presentations infront of the class (11%). We have also calculated by using Fisher´s exact test if there isa connection between how they have answered the questions and their age and gender.In only one case was there a connection with statistical certainty. The test showed thatwhen it comes to speaking when everyone is listening, the girls are those whoexperience it hardest to do.

Place, publisher, year, edition, pages
2016. , p. 26
Keywords [en]
Common European Framework of Reference for languages: Learning, Teaching, Assessment (CEFR), quantitative method, Spanish as a foreign language, speak and communicate in Spanish, the importance of reading, writing and listening to Spanish, input/output.
National Category
Humanities
Identifiers
URN: urn:nbn:se:lnu:diva-50818OAI: oai:DiVA.org:lnu-50818DiVA, id: diva2:912469
Subject / course
Didactics
Educational program
Supplementary educational programme, 90 credits
Supervisors
Examiners
Available from: 2016-03-16 Created: 2016-03-16 Last updated: 2016-03-16Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf